The Sedro-Woolley School District provides a vast spectrum of support services for our students and families. We encourage you to contact our department for more information about the following programs and services:
- Early Learning Support – Birth to Five
- Title I and Learning Assistance Program
- Special Education Services
- Section 504, Individual Health Plans and School Nurse Support
- Homeless Student Support (McKinney-Vento)
- Home Hospital Support
- Adult Transition
- Connections Academy
Special Education Services
Special Education Services provide specially-designed instruction and support for students having a diagnosed disability that substantially interferes with their ability to benefit from the general education program. Federal and state guidelines determine which students are eligible for services. If you have concerns that your child (ages birth to 21) is delayed in any area and might need special education support, the Sedro-Woolley School District special education program staff is available to discuss your concerns and assist in referring your child for an assessment.
Section 504 of the Rehabilitation Act of 1973 mandates the Sedro-Woolley School District to provide free and appropriate public education to each student with a disability, regardless of the nature or severity of the disability. It is the intent of the district to ensure that students who are disabled, as defined by Section 504, be identified and provided with appropriate services, including special modifications and Accommodations in an educational setting. Students may be considered disabled under Section 504 even though they do not require services as specified in the Individuals with Disability Education Act (IDEA). If you have questions regarding eligibility, services, and or your rights under Section 504, please contact the school principal or the Director of Special Services.
Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act (IDEA) of 1997 mandates the Sedro-Woolley School District to provide students with disabilities, who are in need of specially-designed instruction, with a free, appropriate public education in the least restrictive environment in accordance with state and federal laws. To the maximum extent possible, the least restrictive environment means the district will educate children with disabilities with children who are not disabled. Special classes, separate schooling, or other removals of children with disabilities from the regular educational environment will occur only under special circumstances. That is, when the nature or severity of the child’s disability, even with the use of supplementary aids and support services, cannot be achieved satisfactorily in a regular classroom.
Individual Education Plan
An Individual Education Plan (IEP) will be developed by the IEP team and implemented for students requiring specially-designed instruction. Members of the IEP team include 1) the parent(s) of a child with a disability; 2) at least one regular education teacher if the child participates in the general classroom environment; 3) at least one special education teacher, or where appropriate, at least one special education provider of such child; 4) a representative of the district who can interpret the instructional implications of evaluation results. (i.e. counselor, school psychologist, etc.) In addition, at the discretion of the parent or the school district; 5) other individuals who have the knowledge or special expertise regarding the child may be part of the IEP team. Also, whenever appropriate, the child with a disability will be provided service as outlined in the individual education plan (IEP).
This information is provided as information only and is not intended to represent parent/student rights. For a complete copy of procedural safeguards and student and parent rights. Please contact Stephanie Cann for information.